Science.2.a. Animals need air, water and food to survive.
Science.A.Inq5: Seek information in books, magazines, and pictures.
Science.A.Inq4: Read, write, listen, and speak about observations of the natural world.
Student Learning Objectives:
Students will be able to identify penguins as animals that are mammals.
Students will be able to identify characteristics that are true and false pertaining to mammals.
Assessment: Students will be creating a screencastomatic video recording on a specific mammal where they tell what the animal is, where it's natural habitat is, and a few interesting facts about the particular mammal. The video should include at least three different pictures that relate to your mammal. The mammal that you choose should also be from the story we read: Mammals! By: Amelia Gomez. (I will allow only one person to pick the mammal penguin since we already are learning so much about them in Mr. Popper's)
Differentiation: I will differentiate by first reading a story to the students which touches on their language arts. Once we finish reading the story, students will be allowed to use the laptops in our classroom to do some extra researching on mammals. I will also have lots of specific mammal books in my classroom library. Once the reading and research is done, students will get to work on computers to make their screencast videos.
Materials:
-Mammals! By Amelia Gomez (Book)
-Smartboard
-Laptops to do extra research on mammals and make recordings
-Books on Mammals
-Pencil
-Paper
Lesson Plan:
A. Initiation: I will start off this lesson by showing the class the concept map I created on different animal groups:
text2mindmap.com/k8ke2ETI will go over all of the different animal groups with the class, and explain that today we will be focusing on one main animal group: the mammals.
B. Sequence of Learning Activities
-Once we go through the concept map on mammals, I will read a story called Mammals! By Amelia Gomez. This story will teach the children some common characteristics about mammals to prepare them for the rest of the lesson.
-Once we read the story on mammals, I will have a smart board activity set up based on the story we just read.
-There will be two different vortexs on the smart board that say: TRUE and FALSE. There will be all types of characteristics that either describe or do not describe mammals. Students will come up to the board and drag the characteristic to the vortex that states TRUE or FALSE about mammals. Students should know the answers to the true or false characteristics because they will all be mentioned in the story.
-Once we do the smart board activity, I will explain to the students that they are going to pick one mammal they learned about from the reading and make a screencastomatic video on the specific animal. They will have to include at least three pictures in their video, where their mammal lives, and some fun facts about it to get the class more informed.
-I will show my students the video I created on polar bears so they can see a model of what they are supposed to be creating. https://youtu.be/iqKK7zL4fM4
C. Extension Activity
For the students who finish their recording videos before everyone else, I will allow them to do some extra credit research on another specific mammal. They will have to fill out my fun fact worksheet all about the mammal they choose. There will be all sorts of questions that they will have to answer about another mammal.
D. Closure
I will close this lesson by having everyone share their screencastomatic videos with the rest of the class. This will be a fun way to learn new things about all different kinds of mammals.
Lesson One
Grade Level: Second
Subject: Science
Concept Being Taught: Mammals
Common Core Standards Being Met:
Science.2.a. Animals need air, water and food to survive.
Science.A.Inq5: Seek information in books, magazines, and pictures.
Science.A.Inq4: Read, write, listen, and speak about observations of the natural world.
Student Learning Objectives:
Students will be able to identify penguins as animals that are mammals.
Students will be able to identify characteristics that are true and false pertaining to mammals.
Assessment: Students will be creating a screencastomatic video recording on a specific mammal where they tell what the animal is, where it's natural habitat is, and a few interesting facts about the particular mammal. The video should include at least three different pictures that relate to your mammal. The mammal that you choose should also be from the story we read: Mammals! By: Amelia Gomez. (I will allow only one person to pick the mammal penguin since we already are learning so much about them in Mr. Popper's)
Differentiation: I will differentiate by first reading a story to the students which touches on their language arts. Once we finish reading the story, students will be allowed to use the laptops in our classroom to do some extra researching on mammals. I will also have lots of specific mammal books in my classroom library. Once the reading and research is done, students will get to work on computers to make their screencast videos.
Materials:
-Mammals! By Amelia Gomez (Book)
-Smartboard
-Laptops to do extra research on mammals and make recordings
-Books on Mammals
-Pencil
-Paper
Lesson Plan:
A. Initiation: I will start off this lesson by showing the class the concept map I created on different animal groups:
text2mindmap.com/k8ke2ET I will go over all of the different animal groups with the class, and explain that today we will be focusing on one main animal group: the mammals.
B. Sequence of Learning Activities
-Once we go through the concept map on mammals, I will read a story called Mammals! By Amelia Gomez. This story will teach the children some common characteristics about mammals to prepare them for the rest of the lesson.
-Once we read the story on mammals, I will have a smart board activity set up based on the story we just read.
-There will be two different vortexs on the smart board that say: TRUE and FALSE. There will be all types of characteristics that either describe or do not describe mammals. Students will come up to the board and drag the characteristic to the vortex that states TRUE or FALSE about mammals. Students should know the answers to the true or false characteristics because they will all be mentioned in the story.
-Once we do the smart board activity, I will explain to the students that they are going to pick one mammal they learned about from the reading and make a screencastomatic video on the specific animal. They will have to include at least three pictures in their video, where their mammal lives, and some fun facts about it to get the class more informed.
-I will show my students the video I created on polar bears so they can see a model of what they are supposed to be creating. https://youtu.be/iqKK7zL4fM4
C. Extension Activity
For the students who finish their recording videos before everyone else, I will allow them to do some extra credit research on another specific mammal. They will have to fill out my fun fact worksheet all about the mammal they choose. There will be all sorts of questions that they will have to answer about another mammal.
D. Closure
I will close this lesson by having everyone share their screencastomatic videos with the rest of the class. This will be a fun way to learn new things about all different kinds of mammals.